【www.guakaob.com--教案】
Module 1 Changes and differences
Unit 1 Tidy up! （第一课时）
教学时间： 教学目标：
1、通过演唱Sing a song的歌曲，活跃课堂气氛，让学生感知本单元的核心句型。
2、通过Listen and sing中有关整理房间的对话，帮助学生掌握本单元的核心句型。
3、通过look and learn栏目，帮助学生学习日常生活用品的名称。 教学重、难点
1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up 2、会运用句型Are they yours?及回答No, they aren’t. 教学方法：
任务教学法、情景教学法。 教学过程：
Module 1 Changes and differences
Unit 1 Tidy up!
（第二课时）
教学时间： 教学目标：
通过Think and write 的语言输出活动，帮助学生巩固新学的语言知识。 教学重、难点
1、词汇： crayon, umbrella, hers, theirs 2、句型： -Whose...is this/are these? -It’s/they’re„ 教学方法：
任务教学法、情景教学法。 教学过程：
Module 1 Changes and differences
Unit 1 Tidy up!
（第一课时）
教学目标：
1、通过演唱Sing a song的歌曲，活跃课堂气氛，让学生感知本单元的核心句型。
2、通过Listen and sing中有关整理房间的对话，帮助学生掌握本单元的核心句型。
3、通过look and learn栏目，帮助学生学习日常生活用品的名称。 教学重、难点
1、能掌握单词tidy, let, sock, cap, yours, mine, tidy up
2、会运用句型Are they yours?及回答No, they aren’t.
教学方法：
任务教学法、情景教学法。
教学过程：
Module 1 Changes and differences
Unit 1 Tidy up!
（第二课时）
教学目标：
通过Think and write 的语言输出活动，帮助学生巩固新学的语言知识。 教学重、难点
1、词汇： crayon, umbrella, hers, theirs
2、句型： -Whose...is this/are these?
-It’s/they’re„
教学方法：
任务教学法、情景教学法。
教学过程：
Module One Unit 1 Tidy up!
I Key words
tidy 整理，整洁的 mess 脏乱，不整洁 let 让 sock 短袜
cap 帽子 crayon 彩色蜡笔 umbrella 雨伞 nail 钉子
drop 使落下，掉落 stick 粘贴，粘住 second 秒
名词性物主代词mine yours his hers its ours yours theirs
II Main phrases
tidy up 把...整理好 be full of 装满...充满.... a few 几个 look at 看.... (表示动作) What a mess! 一片混乱，乱七八糟 Let’s....让我们... put...on 把...放在...上
stick to 粘住，粘贴
III Key Sentences
1. Let’s tidy it up. 让我们把它整理干净。
2. ---Whose socks are those?---They’re Paul’s. ---这是谁的袜子？---是Paul的。
3. ---Whose cap is this?---It’s mine. ---这是谁的帽子？---是我的。
4. Can you put them/it on the/his bed? 你能把它们（它）放在床上吗？
5. The room is now clean and tidy.现在房间既干净又整洁了。
6. ---Thank you for your help.--- You’re welcome.谢谢你的帮忙。---不用谢。
7. Jimmy sees a small box on the table. Jimmy 看见桌子上有个盒子。
8. All the nails fall on the floor.所有的钉子都掉到地板上。
IV Grammar名词所有格与名词性物主代词
名词有三个格：主格、宾格和所有格。在英语中有些名词可以加“’s”来表示所有关系，带这种词尾的名词形式称为该名词的所有格，如：a teacher’s book。它有两种不同的形式：
一、在名词尾加’s。主要表示有生命的事物或自然界独一无二的某些空间和时间名词的所有格，如the world’s，the sun’s，the earth’s，today’s，yesterday’s等。
1.单数名词词尾加“’s”，复数名词词尾没有s，也要加“’s”。men’s room 男厕所the boy’s bag 男孩的书包 2.如果两个名词并列，并且分别有’s，则表示“分别有”；只有一个’s，则表示“共有”。John’s and Mary’s room(两间) John and Mary’s room(一间)
二、另外一种所有格是由介词of加名词构成的名词短语
the city of Pisa 比萨市 the windows of the room 房间的窗户
1.The woman over there is ______ mother.
A. Julia and Shelley’s B. Julia’s and Shelley’s C. Julia and Shelley D. Julia’s and Shelley
2. ---Excuse me，where are ______ offices? ---Over there．
A. teacher’s B. teachers’ C. the teacher’s D. the teachers’
3. This is my dress. That one is ____.
A. Mary B. Mary’s C. she’s D. his
教育部审定 2013 义务教育教科书 （三年级起点） 2016-5-19 第 1 页 共 1 页
一）按要求写出下列代词的形式
1、I（宾格）________2、he（形容词性物主代词）________3、 us（主格）________
4、they（宾格）________5、she（宾格）________6、you（名词性物主代词）________
7、it（宾格）________8、him（复数）________9、her（形容词性物主代词）________
10、my（复数）________11、they（名词性物主代词）________12、we（单数）______
二）用所给词义的适当形式填空
1. _______ is a teacher. (他)
2. -Where is_______? I can’t find.(他)-_______is in the classroom. (他)
3.is a good girl. Everyone likes_____. (她)
4. I like her pencil case. _______ is nice! (它)
5. _______ (他们) are twins.
6. _______like English very much. (我们)
7. Can_______ (你) read it for_______? (我们)
8. _______ (你们) are from England. _______ (我们) are from China.
10. Can you give_______to me? (它)
教育部审定 2013 义务教育教科书 （三年级起点） 2016-5-19 第 2 页 共 2 页
三）用括号中代词的适当形式填空
1.Her sister is helping ______ (we).
2. John and I are in the same school.
3. Everyone likes_____ ( she).
they）are good at English.
5. Jim is English. ________ (I) like playing with _______ (he)
6.I love ________（they）very much.
7.Miss Li often looks after________（she） 8.They are waiting for__________（they）.
9. Do you like Li Ming? No, ______ (I) don’t like _____.(he)
10. Danny gives the book to ______. (you)
四）用括号中代词的适当形式填空
1. That is not ____kite. That kite is very small, but _____ is very big. (I)
2. The dress is _________. Give it to _________. (she)
3. Is this ________ watch? (you) No, it’s not ________. ( I )
4. ____ is my brother. _____ name is Jack. Look! Those stamps are ___. (he)
5. ____ dresses are red. (we) What color are ___ ? ( you )
6. Here are many dolls, which one is _____ ? (she)
7. I can find my toy, but where’s _________? (you)
8. Shall ____ have a look at that classroom? That is ____ classroom. (we)
9. I have a beautiful cat. ____name is Mimi. These cakes are _____. (it)
10. Are these ____ tickets? No, _____ are not ____. ____ aren’t here. (they)
五）选择题。
B. my C. me
7. This is not _____ desk.. My desk is over there.A. I B. my C. me
8. －Can you spell _____ name, Harry? －Sorry.A. you B. your C. yours
9. Tom and Jack are brothers. This is _____ room.A. they B. them C. their
10. We are in the same class. _____ classroom is very nice A. our B. my C. ours
11. Mrs Green is my teacher. I’m _____ student.A. he B. his C. him
12. That’s a cat. _____ name is Mimi.A. It B. It’s C. Its
教育部审定 2013 义务教育教科书 （三年级起点） 2016-5-19 第 3 页 共 3 页
Unit 1 单元测试题
一、单词拼写
卧室_________________ 杯子_________________ 短袜__________________
干净的________________ 帮助_________________
二、连一连
1、真是一团糟！ A.Thank you for your help!
2、不客气！ B.It’s mine!
3、让我们收拾一下！ C. You’re welcome!
4、谢谢你的帮助！ D.Let’s tidy it up!
5、这是我的！ E.What a mess!
三、选词填空
They are Whose is
1.Whose books ______those?
___________are Peter’s books.
2.__________hat is this? It_______my hat.
教育部审定 2013 义务教育教科书 （三年级起点） 2016-5-19 第 4 页 共 4 页
Module1 Unit1 Tidy up!教学设计
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some possessive pronouns:
mine, hers, its, our, ours, their, theirs, yours
(2)Learn other useful words:
whose, then, bike, cat, banana, baby, bag, shirt
2. Learn some special questions with whose:
(1)-Whose bike is this?
-It's his bike.
-It's his.
(2)-Whose apples are these?
-They're their apples.
-They're theirs.
(3)-Whose shoes are those?
-They're our shoes.
-They're ours.
Ⅱ. Teaching aids 教具
小黑板/班上学生的衣服和文具/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (1)(利用学生的衣服、文具及外貌来进行互动问答，对形容词性【tidy,up,教案】
物主代词进行全面复习。)
T: Hello, S1. What color is your hair?
S1: Hello, Mr. Chen. My hair is black.
(选择两位学生的同一颜色的笔进行问答。)
T: What color are their pens?
Ss: They're red.
(指着一男生上衣提问)
T: What color is his coat?
Ss: It's blue.
(指着一女生头发提问)
T: Is her hair long?
Ss: Yes, it is.
(拿出大象的图片，指着它的大耳朵来提问。)
T: Are its ears big?【tidy,up,教案】
Ss: Yes, they are.
(对穿有同一颜色鞋的两同学提问。)
T: S2&S3. Come here, please. What color are your shoes? S2&S3: Er ...
T: Our shoes are black. (帮助学生回答。)
(板书形容词性物主代词)
your, my, their, his, her, its, our (2)(看黑板朗读这些词后，让同桌间互相问答，然后作连锁操练，注意手势使用。)
T: Use the words on the blackboard, ask and answer one by one.
S4: What color is your pen?
S5: It's white. What color is his hair?
S6: It's black. What color are her shoes?
S7: They're green. What color are their books?
S8: They're red. ...
S9: ...
...
2. (老师可以从学生当中借用他们的东西，如书包、上衣、铅笔等。然后利用这些物品进行问答，导出新句型和新单词。)
(举起书包，提问)
T: What's this?
Ss: It's a bag. (老师帮助学生回答，教学单词bag。)
T: What color is it?
Ss: It's yellow.
(请一位学生回答)
T: Huang Yue, please. Is this your bag?
Huang Yue: No, it isn't.
(再请书包的主人来回答)
T: Lin Bin, please. Is this your bag?
Lin Bin: Yes, it is.
T: Here you are. (运用肢体语言)
Lin Bin: Thank you.
(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。) T: S10. Look, what's this?
S10: It's a pen.
T: Whose pen is this?
S10: It's my pen. (帮助回答It's mine.)
T: Oh, the pen is yours. (强调) Here you are.
(重复问答)
T: Whose pen is this?
S10: It's my pen. It's mine.
T: Here you are.
S10: Thank you.
(另外用一把男生的尺子和S11进行问答，引出his。)
T: Whose ruler is this?
S10: It's my ruler. It's mine.
T: OK. Sit down please. S11, whose ruler is this?
S11: It's not my ruler. It's his ruler. (帮助回答)
T: Yes, it's his ruler. It's his. (强调)
(反复操练，利用学生的文具等实物演示对话来明确物主代词的意义，板书相对应的单词。)
yours, mine, theirs, his, hers, its, ours Step 2
Presentation 第二步 呈现(时间:6分钟)
1. (利用学生的尺子进行师生互动问答。引出whose问题，导入1a。) T: What's this, Li Kai?
Li Kai: It's a ruler.
T: Is this ruler yours?
Li Kai: Yes, it is.
(问另外一个学生。)
T: Are they yours?
S1: No, they aren’t. (帮助学生回答。)
T: Whose ruler is it，then?
S1: It's hers. (帮助学生回答。)
T: Good. We can say like this: I think it's Li Kai's. (板书两个句子，跟读)
Whose ruler is it, then? 2. (出示挂图放录音，学生跟读。注意语音和语调，并回答问题。)
Whose cap is this?
T: Listen to 1a and repeat. Pay more attention to your pronunciation and intonation.
3. (把全班学生分成两组互换角色操练对话。)
Step 3 Consolidation 第三步 巩固(时间:6分钟)
1. (学生表演1a对话。)
T: I'll ask some pairs to act it out.